Andizhan state university named after zakhiriddin mukhammad babur

Opinion sharing
Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about.
Example:
The instructor introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school dress codes, global warming)
The students talk in pairs or small groups, debating their opinions on the topic.
Opinion sharing is a great way to get more introverted students to open up and share their opinions. If a student has a strong opinion about a certain topic, then they will speak up and share.
Respect is key with this activity. If a student does not feel like their opinion is respected by the instructor or their peers, then they will not feel comfortable sharing, and they will not receive the communicative benefits of this activity.
Scavenger hunt
A scavenger hunt is a mingling activity that promotes open interaction between students.
Example:
The instructor gives students a sheet with instructions on it. (e.g. Find someone who has a birthday in the same month as yours.)
Students go around the classroom asking and answering questions about each other.
The students wish to find all of the answers they need to complete the scavenger hunt.
In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation, and talking to only one person at a time. After learning more about each other, and getting to share about themselves, students will feel more comfortable talking and sharing during other communicative activities.
Since this activity is not as structured as some of the others, it is important for instructors to add structure. If certain vocabulary should be used in students' conversations, or a certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt.
Methodical recommendations to Teach Numbers to Kindergarten
1. Tracing Numbers
Teach kids to remember how to write numbers by making them trace numbers with crayons or pencil colors on a sheet of paper. This is a very fun way to teach numbers to 4 years old. Coloring makes them enjoy the process & develops their memory for numbers.
2. Include numbers in everyday tasks to teach Numbers to Kindergarten
If you’re looking for teaching numbers to kindergarten lesson plans, use numbers in daily tasks. For example, you can ask your child to bring you 4 spoons or 2 dishes. You can also make them count vegetables & fruits like peas & grapes. You can also encourage them to count their toys when they clean up after playing. You can easily teach numbers 1 to 50 using this simple trick.
3. Point out numbers in daily life
A great way of teaching number recognition to preschoolers is to point out numbers they see in daily life. For example, if you’re traveling somewhere by car, you can ask them to count the number of times they see the number “9”. These number games for kids have been known to work very well to develop number sense in kids.
4. Make them count their fingers!
Figuring out how to teach numbers 1 to 10 is tricky at first, but if you let your kids count their fingers every day, they will not only learn the numbers from 1-10, they will also learn how to count on their fingers.
5. Introducing numbers by play
If you’re wondering how to introduce number 1 to preschoolers, you’ve come to the right place! A lot of parents get confused about how to introduce number 1 to kindergarten. A correct way is to make your child relate quantities with a number.
For example, give them 1 candy when they’ve been good & tell them they will get more if they finish a certain activity. This way, your child can relate numbers with actual quantities & will never forget them!
6. Jump over there or Hop to it
This is a game to help students get up and move! Write the numbers on memory cards and place them on the floor around your classroom. You can also use cuts (lily flowers are fun!). When you say “Let’s dance!” Students turn to a new number. Then they shared the number they landed.
7. Songs with movement to teach Numbers to Kindergarten
Sing songs where students use their whole body to make numbers. Digital song by Dr. Jean and I Can write my number by Harry Kindergarten teaches number formation. Students can listen to the song and practice writing aerial numbers using the movement of the big arm.
Hope you enjoyed reading these number sense activities for your kids. We hope you enjoy trying them!
Topics include: learning about measurement, learning about patterns and sorting, and learning about shapes and space.
Teaching children to count involves more than helping them learn the numbers one to ten. It involves helping children understand the meaning of numbers.
Children learn the meaning of numbers when they are developmentally ready. For instance, children ages two to three might move things as they count, but they might count to three while moving four things. This shows that while they might know the numbers in sequence, they are not able to use them to count. At this age, it’s great to count together with a child, just for fun. You might count the steps as you walk up them or the buses as they go by. This helps children begin to move towards matching one thing at a time with the number as they say it.
Three- to four-year-olds are still learning to understand quantity. While they can count up to five, they are growing in their understanding of what numbers really mean. By age four to six, children can match the numbers one to ten with ten items; this means they are really counting with meaning. They can solve simple problems, such as how many cookies you will need for each person to have one. By the time children reach the ages of five to seven, they can count items and match them; for example, putting five stamps on five letters.
You can help your child learn to count by making counting a fun part of your day. Count socks as you sort them; count the juice boxes in your refrigerator; count the cars and buses going by. The more experience children have with counting, the more they will learn the meaning of numbers. Understanding the meaning of numbers takes experience with counting lots of things, and you can help by giving your child this experience regularly.
Learning about Measurement
Giving your young child a chance to measure things can help her understand both how and why people measure things. Find real measuring jobs for children to work on. Will this table fit here in this space? How tall are you? How much bigger is the plant than it was a month ago?
The conventional wisdom and the number-sense view differ dramatically about the role of phases 1 and 2 (counting and reasoning strategies) in achieving mastery and about the nature of phase 3 (mastery) itself.
Conventional wisdom: Mastery grows out of memorizing individual facts by rote through repeated practice and reinforcement.
Although many proponents of the conventional wisdom see little or no need for the counting and reasoning phases, other proponents of this perspective at least view these preliminary phases as opportunities to practice basic combinations or to imbue the basic combinations with meaning before they are memorized. Even so, all proponents of the conventional wisdom view agree that phases 1 and 2 are not necessary for achieving the storehouse of facts that is the basis of combination mastery. This conclusion is the logical consequence of the following common assumptions about mastering the number combinations and mental-arithmetic expertise:
• Learning a basic number combination is a simple process of forming an association or bond between an expression, such as 7 + 6 or “seven plus six,” and its answer, 13 or “thirteen.”
This basic process requires neither conceptual understanding nor taking into account a child’s developmental readiness—his or her existing everyday or informal knowledge. As the teachers in vignettes 1 and 4 assumed, forming a bond merely requires practice, a process that can be accomplished directly and in fairly short order without counting or reasoning, through flash-card drills and timed tests, for example.
• Children in general and those with learning difficulties in particular have little or no interest in learning mathematics. Therefore, teachers must overcome this reluctance either by profusely rewarding progress (e.g., with a sticker, smile, candy bar, extra playtime, or a good grade) or, if necessary, by resorting to punishment (e.g., a frown, extra work, reduced playtime, or a failing grade) or the threat of it (as the teacher in vignette 2 did).
• Mastery consists of a single process, namely, fact recall. (This assumption is made by the teacher and the mother in vignette 3.) Fact recall entails the automatic retrieval of the associated answer to an expression. This fact-retrieval component of the brain is independent of the conceptual and reasoning components of the brain.
Number-sense view: Mastery that underlies computational fluency grows out of discovering the numerous patterns and relationships that interconnect the basic combinations.
According to the number³-sense view, phases 1and 2 play an integral and necessary role in achieving phase 3; mastery of basic number combinations is viewed as an outgrowth or consequence of number sense, which is defined as well-interconnected knowledge about numbers and how they operate or interact. This perspective is based on the following assumptions for which research support is growing:
• Achieving mastery of the basic number combinations efficiently and in a manner that pro-motes computational fluency is probably more complicated than the simple associative-learning process suggested by conventional wisdom.